Family-School Relationships within a Context of Social and Cultural Diversity based on an Intercultural and Educational Approach: Principal Epistemological Arguments
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| Format: | artículo original |
| Status: | Versión publicada |
| Publikationsdatum: | 2021 |
| Beschreibung: | This study aims at describing and analyzing the principal characteristics of a family´s relationship with their children´s school. These aspects are considered within a context of social and cultural diversity and an ethnic-cultural perspective, specifically among indigenous and Roma population groups. Descriptions and analyses are based on an intercultural educational approach, which explain epistemological arguments used to establish collaborative relationships between the family and school, reflecting the diverse explanatory and knowledge-based frameworks of educational and social agents at the school.The main results are based on content analysis and consider: 1) epistemological tensions that characterize the family´s relationship with their child´s school; 2) participation as a basis for establishing a collaborative relationship between the family and the school; and 3) the intercultural educational approach which enables a process of co-construction in the family-school relationship. This requires a courses of action for managers, teachers, fathers, mothers and social agents for promoting a collaborative relationship among educational agents and social agents, from epistemic justice. |
| Land: | Portal de Revistas UCR |
| Institution: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Sprache: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/43800 |
| Online Zugang: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/43800 |
| Stichwort: | Tensions Family-School Collaboration Intercultural Educational Approach Multiculturalism Epistemic Justice Tensiones Familia-escuela Colaboración Enfoque educativo intercultural Multiculturalidad Justicia epistémica |